dc.contributor.authorLee, Chien-Ching.
dc.date.accessioned2013-12-10T02:11:38Z
dc.date.available2013-12-10T02:11:38Z
dc.date.copyright2013en_US
dc.date.issued2013
dc.identifier.citationLee, C. C. (2013). Teaching evidence-based writing using corporate blogs. IEEE transactions on professional communication, 56(3), 242-255.en_US
dc.identifier.issn0361-1434en_US
dc.identifier.urihttp://hdl.handle.net/10220/18194
dc.description.abstractTeaching problem: Students’ written assignments show that they tend to list ideas rather than provide evidence-based arguments. This might be because they do not have a framework to base their arguments on. Research question: Does the communication model framework help students to write evidence-based arguments when evaluating the communicative effectiveness in corporate blogs? Situating the case: The ability to engage in argument from evidence is one of the Next Generation Science Standards for scientific and engineering practices. Thus, it is important for engineering students to know how to present evidence-based arguments. The communication model framework was introduced to provide students with a framework to base their arguments on. This framework builds on the genre-based and academic literacies approaches to teaching writing. More companies are now using corporate blogs (an open, participatory and globally networked social media tool) to engage stakeholders directly across multiple contexts. The framework is useful in analyzing evolving genres like corporate blogs because it is not only structured but also flexible. About the case: This teaching case describes the use of the communication model framework as the basis for students’ arguments. The framework was used in a general writing course for engineering students. Working in groups, the students used the framework for their oral practice critique and also their critique assignment on a given piece of academic writing or corporate blog. They also had to write a reflection paper individually at the end of the course. Results: Overall, the mixed groups and international students groups made a stronger attempt to apply the framework compared to the Singaporean students groups. The students’ educational backgrounds, the group dynamics within the group and the nature of the discussions affected the level of adoption of the framework in their writing. Conclusions: This teaching case reflects the value of mixed group, face-to-face discussions, and personal reflection in teaching students evidence-based writing, and calls for more research on flexible frameworks as genres evolve.en_US
dc.format.extentpp 242 – 255en_US
dc.language.isoenen_US
dc.relation.ispartofseriesIEEE transactions on professional communicationen_US
dc.rights© 2013 IEEE. This is the author created version of a work that has been peer reviewed and accepted for publication by IEEE Transactions on Professional Communication, IEEE. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [ DOI:http://dx.doi.org/10.1109/TPC.2013.2273117 ].en_US
dc.subjectDRNTU::Social sciences::Communication::Communication theories and models
dc.titleTeaching evidence-based writing using corporate blogsen_US
dc.typeJournal Article
dc.contributor.schoolSchool of Humanities and Social Sciencesen_US
dc.identifier.doihttp://dx.doi.org/10.1109/TPC.2013.2273117
dc.description.versionAccepted versionen_US


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